Experiences of resource-scarce rural primary school principals on the optimal utilisation of the South African School Administration and Management System

Ntombikazi Gloria Dekeza-Tsomo, Modeni Mudzamba Sibanda & Impi Rungano Kuhlengisa

Volume 6 Issue 4, December 2025

Abstract

This article explores optimal utilisation of the SA-SAMS in rural primary schools in the Eastern Cape Province of South Africa. The Socio-Technical theory underpinned the study and a qualitative research approach, using the Buffalo City Education District as a case study was adopted. The study showed that the optimal utilisation of the SA-SAMS is negatively affected by three main factors, namely, technological infrastructure deficiencies, insufficient training and capacity building, limited technical support and system maintenance. In addressing the identified barriers, the study recommends that the provincial department prioritise partnerships with South African telecommunication service providers to ensure stable internet access. In addition, the Department of Basic Education, with the assistance of the provincial education department and districts, should provide comprehensive and ongoing training to the end-users of the SA-SAMS. The deployment of district or circuit technical support teams that are easily accessible and which respond promptly to technical issues should be prioritised within this province.

Keywords

Author information & Contribution

Ntombikazi Gloria Dekeza-Tsomo. Corresponding author. Master of Public Administration (MPA) & Doctor of Public Administration (DPA) – Candidate. Department of Applied Management, Administration & Ethical Leadership, University of Fort Hare. Email: 9742050@ufh.ac.za

Modeni Mudzamba Sibanda. Doctor of Administration (DAdmin) in Public Administration and Management. Associate Professor, Department of Applied Management, Administration & Ethical Leadership, University of Fort Hare. Email: mmsibanda@ufh.ac.za

Impi Rungano Kuhlengisa. PhD in Public Policy. Post-Doctoral Fellow, Public Management and Leadership Department, Nelson Mandela University. Email: impikuhlengisa@gmail.com

"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."

Disclosure statement

Funding

Institutional Review Board Statement

This study was granted ethical clearance by the University of Fort Hare Research Ethics Committee (UREC) with an ethics clearance project number SIB021SDEK01. Permission to conduct the study was requested and granted by the gatekeeping institution, the Eastern Cape Department of Education (ECDoE) in accordance with the ethical guidelines set by the University of Fort Hare. The conduct of this study has been approved and given relative clearances by the Eastern Cape Department of Education.

AI Declaration

Notes

Acknowledgement

This article originated from Dekeza-Tsomo’s Doctor of Public Administration thesis, completed under the supervision of, Modeni Mudzamba Sibanda at the University of Fort Hare. Titled: DEKEZA-TSOMO, N.G (2025). An Analysis of the E-Administrative system in Selected Eastern Cape Province Primary Schools: A case of South African School Administration and Management System, Unpublished doctoral thesis, University of Fort Hare.

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Cite this article:

Dekeza-Tsomo, N.G., Sibanda, M.M. & Kuhlengisa, I.R. (2025). Experiences of resource-scarce rural primary school principals on the optimal utilisation of the South African School Administration and Management System. International Journal of Educational Management and Development Studies, 6(4), 1-21. https://doi.org/10.53378/ijemds.353274